Waldorf School of Lexington Viewbook

WALDORF SCHOOL of Lexington

Where children love to learn

Preschool through Grade 8 thewaldorfschool.org 739 Massachusetts Avenue, Lexington MA

Mission The Waldorf School of Lexington provides an arts-integrated academic education. We offer a curriculum rich in the humanities and sciences as well as practical and fine arts, grounded in the pedagogical principles and methods of Austrian philosopher and educator Rudolph Steiner.

Cultivating critical thinking, creativity, and perseverance in our students, we strive to instill an enthusiasm for learning, skills in collaboration, and the confidence to engage in a changing world.

A journey begins....

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WALDORF SCHOOL of Lexington

CONTENTS

Education for Life

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The Waldorf Story

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Meeting the Developing Child Early Childhood Kindergarten, Nursery, & Parent-Child Classes Elementary & Middle School

8 10 12 14

Main Lesson Language Arts & History Mathematics Science Art

17 21 23 24 26

Subjects Music Foreign Languages Handwork & Woodwork Eurythmy Movement & Games Biodynamic Gardening & Farming

30 31 33 34 37 39 40

The Curriculum Path

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Our Community

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Looking Ahead

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EDUCATION FOR LIFE

Welcome.

We invite your child to join us on a journey from early childhood to young adulthood—a path that unfolds with particular richness in a Waldorf school. For Waldorf education bears fruit that nourishes our students throughout their school years, and across their lives.

Are you ready?

Let’s take a walk through our school. Stroll through our hallways, painted in swirling colors, often rich with the aroma of home cooking. You are likely to hear music—from the cheerful piping of recorders in the early grades to the swell of strings and winds in our middle school orchestra. All around you is evidence of happy students enthusiastically engaged in learning—from academics, to movement, to art and music.

“I wish I had gone to a school like this,” you think to yourself.

We ask that in the coming days we may be given the chance to know honor and respect, for ourselves and each other, for the world and all creation, in challenging tasks, in peaceful harmonies, in difficult questions, in loving friendships.

Recited by students and teachers together at Monday morning assembly Hearing these words, parents are intrigued. Something different is happening here than the usual test-for-success model of education.

Within these walls, we view children as whole human beings, and we strive to enrich the spirit that makes each one of us uniquely who we are, what the poet Wordsworth called “our life’s Star.�

In the coming days, months, and years, our education develops all the capacities of each student: intellectual, physical, and social.

The intellectual and creative freedom Waldorf encourages has become one of my biggest assets, unbounded by the confines of “how things are usually done.” Waldorf also taught me to observe rather than assume—to have intellectual patience.

Those skills have allowed me to take on an industry I knew nothing about.

Oliver Lubin, ’93 Chief Innovation Officer & Co-Founder, thredUP.com Boston College, Class of 2001

THE WALDORF STORY

Waldorf education grows out of the work of Rudolf Steiner, an Austrian scientist, philosopher, artist, and educator who founded the first Waldorf school in Germany in 1919.

Steiner sought to cultivate young people’s hearts and minds, empowering them with determination to meet present and future challenges. He envisioned a comprehensive curriculum that develops imaginative, clear-thinking, balanced, and responsible individuals.

A growing body of contemporary research and reporting shows the deep relevance of Waldorf eduation in our era: our students learn with passion, imagination, and discipline, having fun while working earnestly. You won’t find stressed-out, test-and-worksheet-weary children in a Waldorf School.

Instead, you will see thriving students who love to learn.

We believe this is why Waldorf education is one of the fastest growing independent school movements in the world, with more than 1,000 schools on six continents.

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What Waldorf education does that puts them ahead of the curve is to prepare the children to be lifelong learners. The Department of Labor says we may have as many as four different careers­—so today’s students are going to have to know how to learn, and continue their education into their adult lives.

Matthew Donahue Parent ’10, ’08, ’06, ’04

MEETING THE DEVELOPING CHILD

Our curriculum is based on Rudolf Steiner’s profound understanding of what children need at each stage of development as they grow from the playful and imaginative world of early childhood to the adult world of intellectual thought.

This is why we teach very young children with kindness and purposefulness. They learn by imitation, and they will follow our lead.

It’s why our first graders, still full of wonder and awe, begin their curriculum journey with fairy tales and stories that speak to their hearts.

And it’s why eighth graders study historical revolutions. How better to captivate the burgeoning independence of early adolescence than by storming the Bastille, or heaving tea overboard?

EDUCATION FOR LIFE

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EARLY CHILDHOOD

Early childhood classes at the Waldorf School of Lexington provide a nurturing environment that respects the natural pace of childhood. From simple activities like soup making and bread baking to jumping rope and collecting leaves, children learn with sincerity, wonder, and purpose.

The most important task of these years is play. Helming a pirate ship built of chairs and cloth cultivates an imagination that will travel with children throughout their lives. They learn fair play and teamwork, while building strong bodies.

Children are outdoors daily, running, exploring, and imagining.

We provide ample opportunity for liberating play in the fresh air, sunshine, rain, snow, and wind.

Teachers engage children by telling stories that open their imaginations to new worlds: tales of giants and fairies, stories of the natural world, and legends from cultures near and far.

Stories are often accompanied by song and puppetry in captivating presentations unique to Waldorf education.

Since young children learn through imitation and deed as well as play, Waldorf teachers create a wholesome environment with predictable daily rhythms. Our teachers act with quiet care, setting a tone that allows children to blossom.

Down is the Earth Up is the sky Here are my friends And here am I Kindergarten verse

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KINDERGARTEN, NURSERY & PARENT-CHILD CLASSES In an increasingly fast-paced and busy world, we believe that an unhurried approach to the early childhood years offers the healthiest and strongest foundation for children’s academic, social, and personal growth.

Our Parent-Child program offers a nurturing, home-like environment with experienced teachers, and an emphasis on observation and healthy child development.

In preschool and kindergarten, the cornerstone of our program is creative free play, which research indicates is crucial for physical, emotional, and cognitive development. Neuroscience has proven that young brains are wired to grow through play, so we very deliberately do not introduce academic learning in preschool or kindergarten. Our students do not sit at desks filling out worksheets, nor do they get homework.

Instead, they participate in self-directed free play, circle time, outdoor play, and other enriching activities. With ample play in these early years, students learn better and faster—and show greater confidence—when our academic program begins in first grade.

If we think back to our own favorite times of childhood, many of them were spent playing outdoors. By being in nature, children learn to love it. And they will grow up to be people who won’t exploit the natural world. They’ll work with it rather than against it, and there’s the hope for our future.

Elizabeth Stubbs, Former Early Childhood Faculty

Ours is a social education, and children learn from and with each other—in pairs, small groups, and as a class.

Our arts-enriched curriculum makes learning vibrant, engaging, and joyful.

EDUCATION FOR LIFE

ELEMENTARY & MIDDLE SCHOOL

During the elementary years, a student’s imagination and feelings serve as the gateway to deep, sustained learning and intellectual growth. Waldorf teachers present academic material artistically through drama, story, art, music, and movement.

This interdisciplinary approach is highly engaging. It engenders a deep love of learning and challenges students on multiple levels.

History, geography, language arts, math, science, and two foreign languages are all introduced in first grade, and the curriculum grows in complexity each year along with students’ development.

Expectations and student accountability increase in the middle school years. Teachers strive to ensure students are well-prepared for the rigors of high school. Middle school students work with subject specialists in mathematics and English skills; they are challenged to manage long-term and independent projects; and they deepen their understanding of important concepts.

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Having the same teacher for eight years taught me to grow along with my teacher. She was able to know my limitations and my strengths, and teach me in a very unique way.

Every year, each student creates a portfolio of their studies, compositions, and artwork.

Sarah Breitenfeld, ’07 Skidmore College, ’15

MAIN LESSON Whether it’s reducing fractions using the greatest common factor...

At the heart of the Waldorf curriculum is the “Main Lesson,” a two-hour period of concentrated inquiry that begins each school day, when students are freshest and ready for sustained effort.

In Main Lesson, we study one of four central subjects—language arts, history, mathematics, and science—for a “block” of three to four weeks, inviting in-depth exploration and learning.

Every morning, as each child enters the classroom for Main Lesson, he or she is welcomed by the Class Teacher with a handshake. Ideally, this teacher leads students from first through eighth grades.

Or studying mass and acceleration during a physics block...

The Class Teacher serves as an important role model for students, nurturing each individual’s potential in the context of a strong relationship. Because social learning is central to Waldorf education, the Class Teacher acts as a guide for the class as a whole, fostering cooperation and mutual respect.

Or learning about Massachusetts history...these Main Lesson books brim with content, color, and life.

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Our curriculum seeks to develop students who are thoughtful citizens of the global community. World history studies include Africa, Asia, and Latin America.

What does it mean to be a human being? How has human consciousness developed over time? How is that consciousness reflected in history and culture?

Our language arts and history studies examine these questions in depth. For example, our fifth graders understand the birth of democracy in Ancient Greece through the architecture of the Parthenon, the life of Socrates, and the history of the Senate.

They train and compete in the five events of the original Greek Olympics for a direct experience of the importance of balance in Greek society and thought.

Over the course of the elementary years, students consider the sweep of human history, from ancient cultures up to the present time. We explore literature, myth, arts, geography, biography, law and society. In the middle school, literacy (grammar, vocabulary, composition, editing, and literary genres) is furthered in English skills classes.

LANGUAGE ARTS & HISTORY

In each grade, the curriculum is reinforced by a Main Lesson block that produces a play. Above, fourth grade giants guard the castle of Utgardsloke, rounding out their study of Norse myths.

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I will often say, “Oh, that is an excellent mistake!�

We analyze errors so the students can reflect and understand how they are thinking about the problem—building up confidence in their mathematical thought processes.

EDUCATION FOR LIFE

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Andrea Faber, Middle School Math Skills Teacher

MATHEMATICS

Mathematics can be a noisy, colorful business when taught through an interdisciplinary approach. We imbue mathematics with an awareness of its historical and cultural relevance, imparting respect for its inherent beauty alongside mastery of concepts and skills.

In the early elementary years, our curriculum reinforces understanding many ways: students may practice counting and times tables by jumping rope, or learn to recognize number patterns when playing recorder. They experience proportion and scale through drawing, while learning the underlying mathematical formulas and relationships. Our students become well-developed as imaginative thinkers, so searching for the unknown in algebraic equations makes sense to them.

To increase rigor and and strengthen skills as students approach high school, middle schoolers receive additional mathematics instruction in math skills classes.

When our students graduate, they demonstrate proficiency in geometry and algebra, and are well prepared for the challenges of high school mathematics.

In the early grades, rhythmic activities like bouncing a ball or clapping in sequence strengthen recognition of number patterns and build solid mental math skills.

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The method was to get us to experience the world and its ways first-hand and to make our own conclusions from what we saw, not from what was told to us.

Alex Ogier, ’04 Princeton University, ’13

SCIENCE

Our phenomenological approach to science introduces concepts through observation, stories, and experiences. Students regularly encounter the “Aha!” of recognition when a scientific property becomes real before their eyes or under their feet.

In the early elementary grades, nature walks, gardening, farming, and nature studies allow children to meet science in the real world, whether they are learning about bees with our own hives or weeding crops on a working farm. The natural world continues to be an important laboratory throughout the elementary years, as older students take up the disciplines of botany, astronomy, meteorology, and geology. Students are often outdoors, notebooks in hand, collecting, observing, investigating and reporting. Middle schoolers study physics, chemistry, biology, and human anatomy.

With insight into why science matters to human beings comes a sense of awe at the workings of the universe. We can think of no better way to create a lifelong appreciation of the sciences.

EDUCATION FOR LIFE

In the anatomy science block, detailed renderings of the digestive system help students understand the relationship between the digestive organs and remember complex terms.

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Watercolor painting invites students to explore mood, color, and composition. Students also draw and sculpt in a variety of media. Artwork often relates to curriculum concepts.

ART

You can’t help but notice the beauty of our students’ work.

Classroom walls are lively with watercolor paintings. A chalkboard offers a map of Ancient Mesopotamia, exquisitely rendered with rivers, mountains, deserts, borders, cities, and towns. Workbooks are alive with color, each page showing attention to detail, form, and artistry, as well as content.

The arts in Waldorf education develop technical skill and create beauty. Form drawing—the art of expressing movement in freehand line—increases balance and utilizes fine and gross motor skills. Watercolor painting, sculpting, and drawing are all taught

by Class Teachers to further technique, deepen understanding of concepts, and create work that is beautiful and rich—and therefore deeply satisfying to the students.

An ideal of the Waldorf School is that children should do what they do out of an inner strength. We do not see our goal as simply to command the children. Rather, our goal is to relate to the children so that from our attitude, they feel, “I am glad to do this. I am happy to go through this with my teacher.�

Rudolf Steiner Founder of Waldorf education

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THE SUBJECTS

Foreign languages, music, handwork, woodwork, eurythmy, movement and games, and gardening all shape a child’s learning in our school. Like our Class Teachers, subject teachers accompany children as they move through the grades, building a meaningful relationship with each child. Subject teachers bring a developmental approach to their specialty, often reinforcing themes and concepts from Main Lesson in their particular subject.

EDUCATION FOR LIFE

MUSIC

Music floods our hallways and floats out our windows. It is integral to every student’s day, from cheerful recorders piping in grade one, to the full orchestra swelling into a fortissimo passage of Mozart.

We are so committed to excellence in our music program that the school offers scholarships to help families defray the cost of private music lessons.

The music curriculum begins in first grade with flute, recorder, and singing. All students begin a stringed instrument in third grade and play in ensembles. Chorus and optional wind instruments start in grade five.

Both the choral and orchestral music programs emphasize technique and teach music theory, as well as building skill in small and large ensemble playing.

Several arts evenings afford students the opportunity to perform repertoire learned throughout the year.

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EDUCATION FOR LIFE

FOREIGN LANGUAGES

Beginning in first grade, children are introduced to Spanish and German, languages that represent contrasting grammars.

In the early grades, children study languages the same way they learned their native tongue, through immersion in stories, song, games, and rhymes. They explore other cultures, and their horizons widen by looking at the world through the eyes of others.

Beginning in fourth grade, students work regularly on grammar, vocabulary, reading, and writing in each language. Exploration of Spanish and German culture continues, as the students learn dances, visit restaurants, and study geography and history.

Rehearsing and presenting numerous poems and plays over the years, students develop an excellent “ear,� with an innate sense of the poetry and music of Spanish and German.

In eighth grade, students choose to study either German or Spanish, in preparation for the transition to high school.

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Handwork begins in first grade with knitted recorder cases.

By eighth grade, students create durable and functional objects such as furniture and machine-sewn garments.

HANDWORK & WOODWORK

EDUCATION FOR LIFE

Knitting colorful recorder cases and stuffed animals, carving oak spoons or building ornate wooden boats, students’ hands are frequently put to work in our practical arts and crafts curriculum.

Sewing a cross-stitch pin cushion or knitting socks engages pattern recognition and spatial understanding. Transforming a block of wood into a perfect egg with nothing but a chisel, a rasp, and sandpaper develops a can-do attitude and rewards persistence.

Handwork, taught in all grades, teaches children to carry through a long-term project, appreciate each other’s work, and engage in discussion of form, function, and design.

Woodwork classes, which commence in fifth grade, help students develop capacities as varied as hand-eye coordination and adaptability in the face of frustration.

Over the years, students in these classes create an array of beautiful, useful objects.

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Steadfast, I place myself on earth.

With certainty I tread the path of life.

Love in the core of my being, Hope in all my doing, Certainty and trust in my thinking, These five lead me to my goal.

These five lead me through life.

Rudolf Steiner Grade 4 eurythmy verse

EDUCATION FOR LIFE

EURYTHMY

Eurythmy is a movement form in which music and speech are expressed through gesture and pattern.

While it is not quite dance, eurythmy is accompanied by live piano and teaches choreographed patterns of movement. It is not quite pantomime, yet the gestures of eurythmy clearly express a given text.

Exercises such as the “five-pointed star” require students to expand, contract, and cross paths with each other forward and backward— without looking, misstepping, or bumping into each other.

Because eurythmy integrates rhythm, counting, and the creation of abstract forms in space, it is a whole-body approach to improving a student’s abstract thinking capacities, while cultivating beauty, grace, teamwork, and social skills—along with proprioception, coordination, gross motor skills, and sensory integration.

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We host five area Waldorf schools for the annual fifth grade Olympics. Nearly 100 students compete in the long run, dash, long jump, javelin, discus, and wrestling events.

At WSL, no student spends the day behind a desk. Every student has at least two recess periods per day and participates in a rich array of movement, games, and athletics that progress with each grade level.

These activities not only boost fitness, but also improve students’ psychological, social/emotional, and behavioral health as well as stimulate brain development and academic performance.

In the early years, games emphasize imagination and the joy of movement. By fifth grade cooperative games are integrated with competitive sports, which continue through middle school.

Fifth grade also features the much anticipated Olympic Pentathlon.

Beginning in sixth grade, students may elect to participate in our competitive after-school athletics program in soccer (fall) and basketball (winter), along with physical conditioning in the spring.

MOVEMENT & GAMES

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BIODYNAMIC GARDENING & FARMING

In all kinds of weather, nature is one of our best classrooms.

Through our gardening program, students are first exposed to principles of planting and growing that will later be understood in the classroom as botany, geology, and meteorology.

They plant and cultivate flowers and vegetables in our gardens, record the growth and changes of trees on our campus, and observe native flora and fauna in the Great Meadows—acres of protected marshes and meadows in our backyard.

Highlighting the elementary school years are weeklong field trips to Hawthorne Valley Farm in upstate New York. Here, students participate in the day-to-day work of a biodynamic farm: mucking stalls, feeding animals, weeding, and planting.

The gardening and farming curriculum fosters awareness of our human connection to the earth, deepening our responsibility to be good stewards of our planet’s limited resources.

EDUCATION FOR LIFE

Our bountiful organic garden is tended by students, parent volunteers, and teachers. In addition to growing flowers and vegetables, we harvest honey from our own hives.

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THE CURRICULUM PATH

Grade

1 2 3 4 5 6 7 8

History & Geography Language Arts

Mathematics

Science

Art

Local geography

Alphabet and letters; word families; rhyming words; write and copy sentences; fairy tales, fables, and myths.

Numerals 1–20, recognize four operations: add, subtract, multiply, divide.

Number patterns.

Seasonal changes and effects on plant, animal, and human life. Weather and the water cycle.

Straight and curved lines, primary and secondary colors, watercolor painting, beeswax modeling.

Legends, fables, and saints.

Write and read letters and words, compose simple sentences, dictation, phonetics, listen, recite, memorize.

Master counting by number patterns, write times tables, place value and regrouping.

Nature walks, gardening, nature studies. Animal characteristics. Sharpen observation skills.

Cursive writing, guided drawing with block crayons and free drawing from stories.

Study of ancient civilizations begins with Hebrew bible stories.

Compose paragraphs and journal, spelling, print and cursive writing, oral recitation.

Calculations involving time, money. Prime numbers, long division, measurement, master times tables.

Farming and farm trip.

Building techniques and relationship to environment.

Watercolor form and technique, explore light and shading, express mood with color, increase detail in drawings.

Norse mythology and history. Massachusetts colonial history, geography, and environment.

Punctuation, spelling, grammar (parts of speech), essay writing, research project, and oral presentation.

Fractions (proper, improper, mixed numbers, addition, subtraction), averages, factoring, scale drawings.

Animal physiology, map and compass skills, geographic regions and environments.

Watercolor: animal forms, landscapes. Form drawing: braiding and knots. Model with clay. Scale drawings.

North American geography.

History, geography, and culture of Ancient India, Persia, Mesopotamia, Egypt, and Greece.

Essay writing, research reports, writing and editing for grammar, syntax, voice.

Fractions and mixed numbers (multiply and divide), decimals, beginning geometry.

Botany (plant life cycle, trees, and climate).

Watercolor: plants, geography, ancient cultures. Colored pencil: drawing and shading.

History, geography, and culture of Ancient Rome, Europe in the Middle Ages.

Composition with emphasis on structure, editing, and vocabulary (Latin and Greek roots); journalism; keyboarding.

Speed tests, exponents and roots, prime factorization, percents, geometry, statistics, business math.

Geology, physics (acoustics, optics, thermodynamics, magnetism).

Color wheel, threedimensionality through light and dark. Master shading and border techniques.

The Age of Exploration, European Renaissance, Latin American geography.

Creative writing; notetaking and research; expository, narrative, and descriptive composition; literature and analysis.

Ratios and proportion, algebra (positive and negative numbers).

Geometry: area, angles, Pythagorean theorem.

Physics (mechanics), inorganic chemistry (combustion, chemical properties, oxygen), physiology, astronomy.

Light and shadow, perspective, veil painting, wet on dry watercolor, portraits and the human figure, clay modeling.

African geography and history, Asian geography and culture, the Age of Revolution, U.S. history.

Poetry styles (epic, lyric, dramatic), research skills, figures of speech, evidencebased persuasive essays, literature and analysis.

Algebra: polynomials, binomials, distributive, commutative, and associative properties, graphing.

Physics (hydro and aeromechanics, electricity), organic chemistry, physiology, computer science.

Composition and proportion in drawing, pastels. Modeling from the human form.

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The chart below shows new concepts introduced each year. Studies continue and build on the work of prior years.

German & Spanish

Handwork/Woodwork

Music

Eurythmy

Movement & Games

Colors, days of the week, family members, numbers to 20, parts of the body.

Finger knitting, casting on and off, garter stitch, changing colors, simple sewing.

Sing melodies by imitation. First instrument: pentatonic flute. Listen and play notes by ear.

Imitate rhythms.

Follow teacher in diverse forms and shapes, walk rhythms, expansion/ contraction.

Group circle activities, jump rope, throw and catch, balance beam, string games.

Months, seasons, numbers to 50, nature words.

Songs, verses, rhymes by heart. Answer simple questions.

Purl, crochet. Create clear geometric shapes with crochet. Recognize and fix various mistakes.

Sing and play pentatonic melodies by ear. More complex rhythms: clapping, walking, dancing.

Mirror classmates’ movements, vowel gestures to music, anapest rhythm, inner and outer circles.

Body geography, games involving aim, more complex jump rope and acrobatics.

Food, clothing, furniture, transporation, places.

Noun genders, personal pronouns, numbers to 100.

Crochet a hat, knit with ribbing, knit a stuffed animal from a pattern, simple embroidery.

Sing C major scale.

Soprano recorder. Sing in rounds. Folk dancing and complicated rhythms.

Expansion & contraction spirals, rod exercises, step rhythms to poetry, geometric forms, major/ minor moods.

Understand and follow rules, teamwork, toss three balls to build pre-juggling skills.

Reading, writing, spelling, and speaking common words and simple sentences. Recite longer verses and texts.

Mastery of various embroidery stitches, use sewing tools and techniques, five-needle knitting project.

Begin instrumental music with strings. Play scales, songs, and rounds in first position. Music notation.

Forward-facing choreography, alliteration in poetry, question and answer, crossing/weaving.

Control movement, approach gym equipment with confidence, juggle three balls, diabolos and sticks.

Simple paragraphs.

Regular and irregular verbs in present tense.

Answer questions from written text.

Woodwork begins: safe use of tools, measuring, carving. Handwork: Knitting socks from a pattern.

Chorus: rounds, medleys.

Orchestra: complex harmonies, sight reading.

Historical epochs through movement, peace and energy dances, eurythmy alphabet.

Add strength, beauty and speed to existing skills, train for Greek Pentathlon, unicycle, rolling globe.

Read, write, and speak more freely. Write letters and summaries. Grammar, culture, and geography.

Woodwork: Master basic carving techniques.

Handwork: Master sewing stitches, hand sew a doll.

Chorus: 3-part harmony, sight singing. Orchestra: major and minor scales, dynamics, phrasing, sight reading.

Musical intervals, move together in parallel, mirror formation.

Play within field boundaries, Bothmer exercises, rod fencing, and archery.

Literature, research, and presentations on culture.

Tenses (past, present, future). Dictionary use.

Woodwork: shipbuilding history and technique.

Handwork: quilting.

Chorus: multiple parts, sight reading, cultural genres. Orch: music theory, major composers.

Optional wind ensemble.

Small groups, musical intervals, work with dramatic verse and complex forms.

Build on skills developed in prior years in a diverse array of competitive and cooperative games and sports.

Composition, oral presentations, geography, history, memorization of long pieces, omprehensive grammar.

Woodwork: design and construct furniture.

Handwork: construct and machine-sew a garment from a pattern.

Chorus: musical theater performance, solo singing.

Orchestra: ensemble leadership.

Gestures for chords and dissonances, work with form and verse, complex geometric forms, and rod exercises.

Compete with good sportsmanship in all types of games, develop strength and endurance.

OUR COMMUNITY

Our school community of more than 180 families brings together people from all walks of life: citizens of diverse countries, and families of all configurations. We seek socio-economic diversity by offering financial aid.

We encourage parents to learn more about Waldorf philosophy, and to make informed decisions that support the goals of Waldorf education. They often find that this effort strengthens their parenting and engenders a strong sense of community.

Our parents’ commitments include supporting learning by mindful choices regarding media use, and contributing to the school’s fiscal health through Annual Giving.

The diverse traditions and seasonal festivals in our curriculum provide numerous opportunities for parents, students, and faculty to celebrate joyfully together. Additional, casual venues for socializing are abundant.

Many families come to feel the school community is central to their lives; others participate in modest ways. Like branches of a tree, all make important contributions to the whole.

Founded in 1971 in a Cambridge church basement, we moved to Lexington in 1980. Ever since, we’ve made our home on Massachusetts Avenue, only 20 minutes from Boston, easily accessible to the Route 2 and Route 128 corridors. The MBTA bus stops at our doorstep.

Our campus is two restored, historic buildings, featuring high ceilings, wood floors, and oversized windows. Our backyard is the Great Meadows and its 185 acres of protected meadows, marshes, and woodland trails, bounded by the Minuteman Bike Path. Our site offers hills for sledding, rocks for climbing, a field for games, and woodland paths for walking. Many of our gardens and play structures—an arbor, a barn, a sailboat—were built or planted by students and parents.

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LOOKING AHEAD

The annual Lantern Walk in November is one of many seasonal celebrations bringing students and families together.

By drawing forth a student’s many gifts, the Waldorf School of Lexington develops well-rounded young people who are passionate learners. They respect beauty and ideas. They understand hard work, and are skilled collaborators. In a culture growing ever more superficial, our students are the real deal—authentic, vital, and secure in their emerging discourse with the world. Consequently, our alumni truly shine in a variety of high schools: public, private, and Waldorf.

Whatever path our graduates take after graduation, our education prepares them to be good at learning and living. Alumni tell us that they often draw on their Waldorf education during their educational, professional, and personal lives.

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Passionate educators, dedicated parents, and eclectic students in an environment encouraging pluralism of thought, attitudes, and behaviors. These are the core ingredients for leadership development. This is the Waldorf School of Lexington in a nutshell—way up there in the ranks of the best schools that I have known from my research.

Seraj Bharwani, Parent ’11, ’15 Chair, Global Educational Leadership Study, Aga Khan Foundation

Many of our graduates seek to continue the natural K-12 progression of Waldorf education at a Waldorf high school, where the lessons of elementary school are re-examined with newly awakened personal judgment and critical thought. The region offers several established Waldorf secondary schools, the two closest being the Waldorf High School of Massachusetts Bay, in neighboring Belmont, and High Mowing School in New Hampshire.

Secondary schools attended by WSL alumni include: Arlington Catholic; Belmont Hill School; Boston University Academy; Buckingham Browne & Nichols School; Cambridge School of Weston; Chapel HillChauncy Hall School; Commonwealth School; Concord Academy; Cushing Academy; Heritage Academy; High Mowing School; Holderness School; Lawrence Academy; Lexington Christian Academy; Miss Porter’s School; Noble & Greenough School; Northfield Mount Hermon School; North Carolina School of the Arts; Our Lady of Nazarene; Phillips Andover Academy; The Rivers School; St. John’s Preparatory School; Waldorf High School of Massachusetts Bay; Waldorf School of Saratoga Springs; Waring School Public high schools attended by WSL alumni include: Acton-Boxborough; Arlington; Bedford; Chelmsford; Concord-Carlisle; Lexington; Lincoln-Sudbury; Milford; Newton North; Wayland; Weston; Wilmington; Winchester

Colleges attended by WSL alumni include: Allegheny College; Bard College; Boston University; Brandeis University; Clark University; College of the Atlantic; Columbia University; Connecticut College; Eastman School of Music; Eastern Washington University; Emory University; George Washington University; Grinnell College; Hampshire College; Indiana University Jacobs School of Music; Ithaca College; Lesley College; Lewis & Clark College; Macalester College; Merrimack College; Miami International Institute of Design; Mount Holyoke; Mount Ida College; Museum of Fine Arts School; New School for Liberal Arts; New York University; North Carolina School for the Arts; Northeastern University; Oberlin College; Occidental College; Parsons School of Design; Princeton University; Rice University; Ringling School of Art and Design; Rochester Polytechnic Institute; St. Michael’s College; St. Olaf College; Scripps University; Smith College; Southern Methodist University; Stevens Institute of Technology; Suffolk University; Swarthmore College; Tufts University; University of Edinburgh; University of Hartford; University of Hungary; University of King’s College (Halifax); University of Massachusetts (Amherst; Lowell); University of New Hampshire; University of Tampa; University of Toronto; University of Vermont; Vassar College; Vanderbilt University; Warren Wilson College; Wellesley College; Wesleyan College; Williams College, Yale University

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WALDORF SCHOOL of Lexington

Welcoming Diversity

The Waldorf School of Lexington welcomes students, parents, faculty, and staff of all races and sexual orientations, and of all faiths and creeds.

We respect and support each individual’s spiritual beliefs and practices.

A fundamental goal of our education is to bring students to an understanding of the common humanity of all the world’s people, transcending stereotypes, prejudices, and divisive barriers of classification by sex, race, religion, nationality, and ability.

Accreditation

We reject discrimination in all its forms, and embrace the principles of common humanity expressed

by Waldorf education founder, Rudolf Steiner: [We] must cast aside the division into races. [We] must seek to unite people of all races and nations, and to bridge the divisions and differences between various groups of people.

The Waldorf School of Lexington is accredited by the New England Association of Schools and Colleges (NEASC) and the Association of Waldorf Schools of North America (AWSNA), and is a member of the Association of Independent Schools in New England (AISNE) and the National Association of Independent Schools (NAIS).

Designed by Tank Photography by Vito Aluia and Betsy Peck © 2008–2016 Waldorf School of Lexington, 739 Massachusetts Avenue, Lexington MA 02420 thewaldorfschool.org

Receive the children with reverence, educate them with love, and send them forth in freedom.

Rudolf Steiner

To learn more about Waldorf education, schedule a tour or attend one of our information sessions, where you can visit classes and see our faculty and students in action.

Call us at 781-860-5208, or email admissions@thewaldorfschool.org.

AT A GLANCE Preschool to grade 8 Co-educational, over 215 students Serving families across the greater Boston area Over 26 nationalities represented Founded in 1971 in Cambridge, MA Parent-child classes (ages 6 weeks to 3 years) Wholesome hot lunch prgram Farm and gardening curriculum Middle school athletics: soccer, basketball, fitness Summer Camp and Summer Storytime Abuts Arlington’s Great Meadows conservation land Accredited by NEASC, AWSNA Member of AISNE, NAIS Part of the global movement of Waldorf Education, with more than 1,000 schools on 6 continents Tuition assistance available

WALDORF SCHOOL of Lexington Where children love to learn

739 Massachusetts Avenue Lexington MA 02420 781-863-1062 info@thewaldorfschool.org www.thewaldorfschool.org